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Direct linkHenry, Gary T.; Smith, Adrienne A.; Kershaw, David C.; Zulli, Rebecca A. – American Journal of Evaluation, 2013
Performance-based accountability along with budget tightening has increased pressure on publicly funded organizations to develop and deliver programs that produce meaningful social benefits. As a result, there is increasing need to undertake formative evaluations that estimate preliminary program outcomes and identify promising program components…
Descriptors: Formative Evaluation, Program Evaluation, Program Effectiveness, Longitudinal Studies
Newton, Xiaoxia A.; Llosa, Lorena – American Journal of Evaluation, 2010
Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…
Descriptors: Program Evaluation, Reading Programs, Reading Achievement, Program Implementation
Yeh, Stuart S. – American Journal of Evaluation, 2007
Comparisons of student achievement effect sizes suggest that systems in which student performance in math and reading is rapidly assessed between 2 and 5 times per week are 4 times as effective as a 10% increase in per pupil expenditure, 6 times as effective as voucher programs, 64 times as effective as charter schools, and 6 times as effective as…
Descriptors: Charter Schools, Achievement Gains, Academic Achievement, Effect Size
